By Stuart Redman

This article takes a learner-centred and artistic method of vocabulary studying. It combines a teacher's publication, a student's booklet and a cassette. The student's e-book comprises the educating and revision devices, together with paintings for self-study.

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Extra resources for A Way with Words: Book 3 Student's book: Vocabulary Development Activities for Learners of English

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In most cases, however, we expect that the Framework user will reflect on the question posed in each box and take a decision one way or another. If the decision taken is of significance, it can be formulated using the categories and examples supplied, supplemented as may be found necessary for the purpose in hand. The analysis of language use and the language user contained in Chapter 4 is fundamental to the use of the Framework, since it offers a structure of parameters and categories which should enable all those involved in language learning, teaching and assessment to consider and state in concrete terms and in whatever degree of detail they wish, what they expect the learners towards whom they undertake responsibilities to be able to do with a language, and what they should know in order to be able to act.

35 Common European Framework of Reference for Languages: learning, teaching, assessment • Level C1, the next band, was labelled Effective Operational Proficiency. What seems to characterise this level is good access to a broad range of language, which allows fluent, spontaneous communication, as illustrated by the following examples: Can express him/herself fluently and spontaneously, almost effortlessly. Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions.

2 Situations In each domain, the external situations which arise may be described in terms of: • the locations in which, and the times at which, they occur; • the institutions or organisations – the structure and procedures of which control much of what can normally occur; • the persons involved, especially in their relevant social roles in relation to the user/ learner; • the objects (animate and inanimate) in the environment; • the events that take place; • the operations performed by the persons involved; • the texts encountered within the situation.

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